St andrew's meaningful hw homework

546 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
546
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Formative Assessment means you will modify your instruction so seeing it early is helpful
  • Drill and Pracitce- LM
  • Converse also tru- boring is bad too-
  • St andrew's meaningful hw homework

    1. 1. Meaningful HomeworkFlipped, Interactive, Autograded
    2. 2. Why and How Homework?Why give it?How do we design it?How do we make it something they want to do?http://goo.gl/vgHsA
    3. 3. Typical Beliefs aboutHomeworkServes to extend learning beyond classroomHomework teaches responsibility (or obedience?)Lots of homework is consistent with rigorous programGood teachers give HW and good students do it
    4. 4. What the Research Says?Amount of time spent on homework is positivelycorrelated to achievementHomework appears to be more effective for olderstudents (15+)As more variables are controlled for, + correlation isdiminishedThere appears to be an optimum amount of HW ateach grade level – 10min/year
    5. 5. Tenets of LearningQuality teaching mattersSkills require practiceTime on task matters (we might need to redefine the tasks )Quality of task is as important as timeLearning is individualChildren differ in readiness and developmental levelChildren differ in learning styles (myth)Children differ in motivation, persistence, and organizational skills (executivefunction)Frustration is detrimental to motivation and desire to learnHomework that is not completed does not help learning
    6. 6. • Children differ in motivation, persistence, andorganizational skills (executive function)
    7. 7. • Frustration is detrimental to motivation and desireto learn
    8. 8. What about Grading?Once the number isattached the learningstopsGrade should reflectlearning not behavior
    9. 9. We mustask:Why don’t they do theirhomework?What is the effect on futurelearning?How do I meet the needs ofindividual learners?THERE AREN’T EASYANSWERS!
    10. 10. Value AddedHWNeeds to be done to besuccessfulDoesn’t cause frustrationEnhances the classroomexperienceMeets each student where theyareHas a student HookNo Option to Take a Zero –Must Be Done
    11. 11. Homework HelpersTechnology Enhanced Homework
    12. 12. Consider HW as Formative AssessmentFeedback over GradingFormative•‘… often means no more than that theassessment is carried out frequentlyand is planned at the same time asteaching.’ (Black and Wiliam, 1999)•‘… provides feedback which leads tostudents recognizing the (learning)gap and closing it … it is forwardlooking …’ (Harlen, 1998)•‘ … includes both feedback and self-monitoring.’ (Sadler, 1989)•‘… is used essentially to feed backinto the teaching and learningprocess.’ (Tunstall and Gipps, 1996)Summative•‘…assessment (that) has increasinglybeen used to sum up learning…’(Blackand Wiliam, 1999)•‘… looks at past achievements … addsprocedures or tests to existing work ...involves only marking and feedbackgrades to student … is separated fromteaching … is carried out at intervalswhen achievement has to besummarized and reported.’ (Harlen,1998)
    13. 13. Black and Wiliam•Frequent short tests are better than infrequent longones.•New learning should be tested within about a week offirst exposure.•Be mindful of the quality of test items and work withother teachers and outside sources to collect good ones.•Comments alone have more impact on studentachievement than comments and grades or gradesonly.For more: http://bit.ly/dmYUHW
    14. 14. AutoGradedGood for Drill and PracticeLMS Quiz PackageQuiaWebAssignSchoology
    15. 15. Quiahttp://www.quia.com
    16. 16. WebAssignWebassign.net
    17. 17. Active Recall• Flash Cards• Smart Activities inSmart Notebook
    18. 18. FlashcardsLeitner Scalehttp://flashcarddb.com/leitner
    19. 19. BrainscapeSpacedRepetitionActive RecallMetacognitive reflection
    20. 20. Flashcard OptionsQuizlet StudyBlue
    21. 21. Making HW InteractiveDiscussion, Forums, MultimediaLMS OptionsClassroom CollaborizeClassroom Salon/DiigoCollaborative MindMap (Mindomo)VoxopopGoogle Docs (Peer Review)
    22. 22. Classroom Collaborize• Advanced Forums
    23. 23. Classroom Salon
    24. 24. Mindmaps/Graphic OrganizersChunking and Patterns
    25. 25. Voxopop• Audio HW
    26. 26. Google Docs- Comments
    27. 27. Annotation/NotetakingClassroom SalonVideo Notes
    28. 28. Classroom Salon -Annotation
    29. 29. Video Notes
    30. 30. ResearchNoodle ToolsSweet SearchTeachEm
    31. 31. NoodleTools
    32. 32. Sweet Search
    33. 33. Teachem.comhttp://www.teachem.com/learn/3852/quarks-standard-model-of-particle-physics
    34. 34. The ClassroomFlipped
    35. 35. Attributes• Provide content delivery- lectures,notes, things students usually sit andget- for homework• Use class time for collaborative workand challenge problems• Teacher centered at home  Studentcentered at school
    36. 36. History• Jonathan Bergmann and Aaron Smith– Pre-vodcasting– Flipped Classroom• Karl Fisch and Daniel Pink
    37. 37. Re-Purpose Existing ContentCrashCourse VideosOne Minute PhysicsVeritasiumdelicious.com/ehelfant/videos
    38. 38. FlippedTools
    39. 39. Create ContentTools• Screenr• Sophia• Ted EDx• Slideshare• Knovio• YouTube Editor
    40. 40. GamificationImportant ConceptsAppropriate LevelAppropriate ChallengeRewards (more challenge)Constant FeedbackRepitition
    41. 41. Some OptionsRaptivityImmersive Worlds(Jibe, Kitely)Aris GamesSCVNGR
    42. 42. Differentiating HWHomework tasks thatare too difficult are amajor demotivator(Tomlinson 2003,Vatterott 2003)DiigoGraphic Organizers-ILanguage- YouTubeEditorLAMSNote:Boring is bad too-
    43. 43. A move to metacognitionSelf Assessment•Portfolios•Online Journals/Learning Blogs•Google Forms – Daily Update•Key Idea•What you struggled with•Question you still have or skillyou need to work on

    ×